Overview

In this performance assessment, students will be assessed on their capability to describe an argument, as well as analyze how an author responds to conflicting viewpoints. Specifically, students will be asked to create an article for the school newspaper based on one of the articles read to demonstrate understanding of informational writing while maintaining a consistent style and tone that fits the purpose. Students will: 

  • Analyze how an author responds to conflicting viewpoints.   
  • Develop an article maintaining a consistent style and tone. 
  • Apply grade-appropriate conventions in their writing.   

Students can create the final article in any appropriate way, including, but not limited to, Microsoft Word or Google Docs, or paper and pen. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software. 

This assessment is best used after completing an argumentative reading and writing unit. Students should also have had instruction on maintaining style and tone prior to this assessment. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Reading Informational Text

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

B4

Students can analyze how an author responds to conflicting viewpoints.

C. Writing

Students can effectively communicate purpose to an intended audience through written language, using a variety of media.

C4

Students can use a variety of words/phrases to show connections and relationships between ideas.

F. Style and Language

Students can apply conventions of grammar and use academic and domain-specific vocabulary.

F1

Students will maintain a consistent style and tone of writing that fits purpose.

F3

Students will write using a command of conventions.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Focus/Organization
  • Partially addresses the expectations of the prompt.
  • Introduces a claim but parts of the essay shift and do not connect to the claim, or a claim and/or opposing claims are not established.
  • Uses a basic or ineffective body structure to organize or group the reasons, and/or evidence.
  • A basic conclusion which restates the claim or is a general summary of the information is used or the conclusion does not support the claim and/or reasons. 
No exemplars at this time.
  • Addresses the expectations of the prompt.
  • Introduces a claim, distinguishing it from alternate or opposing claims, and coherently maintains the claim throughout the essay.
  • Uses a logical body structure to organize and group related reasons and evidence that support the claim.
  • Provides a concluding statement or section that follows from the claim and reasons and supports the argument presented. 
No exemplars at this time.
  • Fully and thoroughly addresses the expectations of the prompt.
  • Clearly establishes a credible claim and explains alternate or opposing claims, and coherently maintains the claim in an insightful manner throughout the essay.
  • Uses a coherent and sophisticated body structure to organize and group related reasons and evidence that support the claim.
  • Provides a concluding statement or section that follows from and clearly supports the claim, reasons and key points in a fresh way. 
No exemplars at this time.

Development/Comprehension
  • Supports a claim with unfounded reasons and/or evidence.
  • Provides a weak explanation of the evidence demonstrating minimal understanding of the topic or text(s). 
No exemplars at this time.
  • Supports a claim with logical reasons and/or relevant evidence.
  • Provides an explanation of the evidence to demonstrate an understanding of the topic or texts. 
No exemplars at this time.
  • Supports a claim with logical and insightful reasoning and relevant and precise evidence.
  • Provides a clear and insightful explanation of the evidence demonstrating a thorough understanding of the topic or texts.
No exemplars at this time.

Style/Conventions
  • Uses generic vocabulary to identify and explain the topic and/or supporting information.
  • Uses basic or ineffective transitions to clarify the relationship between the claim, counterclaims, reasons, and evidence.
  • Uses inconsistent grammar and conventions which detract from the quality of the essay.
  • Uses ineffective sentence structures creating an informal style and tone. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information.
  • Uses transitional words, phrases, and clauses to create cohesion and clarify the relationship among the claim, counterclaims, reasons, and evidence.
  • Uses grade-appropriate grammar and conventions; errors are minor and do not interfere with meaning and readability.
  • Use correct and varied sentence structures and precise vocabulary to establish a formal style and tone. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information.
  • Uses sophisticated and varied transitional words, phrases, and clauses to create cohesion and clarify the relationship among the claim, counterclaims, reasons, and evidence.
  • Uses advanced grammar and convention; errors are minor and do not impact the clarity and quality of the essay.
  • Uses advanced and varied sentence structures to establish a formal style and tone. 
No exemplars at this time.

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